Story Sleuths Assistant Guide Instructional Assistant Guide Week 1 (Days 1–5)
Story Sleuths Facilitation Plan
Small Group Extension • 5–8 Students • 25 Minutes Daily
IA Action Guide
Managing 5–8 Scholars (Horseshoe Seating & Turn-Taking)
1. Partner Labels (A & B) Seat students in alternating A/B pairs around the small-group table for rapid whisper reads and peer checks.
2. Tracking Finger Rule All non-speaking scholars keep their tracking finger moving under each word. Say: "Fingers gliding, eyes locked!"
3. Green & Blue Coaching Praise expressive phrasing over lightning speed. Say: "Read like a storyteller, not like a racecar!"
Daily 25-Minute Session Architecture
Min 0–4
Choral Prosody
Emotion flashcard & warm-up read
Min 4–11
Word Sleuth Lab
Shades of meaning & compound words
Min 11–20
Fluency Circuit
Passage read or theater rehearsal
Min 20–25
Sleuth Stamp
Text inference check & quest stamp
Scripted Daily Plans (Days 1 & 2)
DAY 1: Phrase Scoops & Fox in the Sun Passage 1 (Decodables)
Say: “Welcome, Story Sleuths! Today we are training our voices to scoop words together in smooth chunks. Watch my hand scoop: 'Red Fox was hot!' Now read with me!”
Action: Echo read Passage 1 lines 1–3. Partner A reads to Partner B. Circulate and tap tables to maintain finger tracking.
DAY 2: Word Ladders & The Fox's Grump Word Detectives Sheet Page 1
Say: “Look at our word ladder. If I drop my pencil, I am upset. If I lose my toy, I am mad. But if a monster eats my lunch, I am furious! Rank our words from mild to boiling!”
Action: Students complete Part 1 (upset/mad/furious and walk/jog/sprint). Have students physically act out each word speed in place.
CKLA Extension Assistant Guide • Days 1–2 Page 1 of 2
Week 1 Continued
Days 3, 4 & 5 Facilitation Blueprint
IA Field Guide
DAY 3: The Ant and the Dove (Passage 2) Decodable Passage 2
Say: “Today we read about an ant who got stuck in a deep pond. Listen to my voice when the ant yells 'Help!' Does it sound scared or bored? Make your voice sound terrified!”
• Min 0–10: Choral read Passage 2 together. Emphasize character voice shifts (scared ➔ safe).
• Min 10–20: Conduct 1-minute partner timing. Record net WCPM on scorecard.
• Min 20–25: Discuss Question 1: "Why did the bird drop the leaf?"
DAY 4: Reader's Theater Casting & Rehearsal Fable Theater Script
Say: “Today we step onto the stage! We have 5 roles. In our group of 5–8, we will pair up on Narrators and character parts so everyone speaks!”
• Min 0–5: Assign roles: Leo (deep roar), Pip (squeaky mouse), Wise Owl, Narrator 1 & 2.
• Min 5–18: Full ensemble table read of Act 1 and Act 2. Coach students to pause at periods.
• Min 18–25: Pair coaching: Partners give 1 compliment using the Actor Rubric.
DAY 5: Spotlight Showcase & Quest Log Check Script Performance & Menu
Say: “Spotlight performance time! Remember our actor rules: loud voice, scoop words, and show feelings!”
• Min 0–15: Expressive group performance of 'The Big Lion and the Quick Mouse'.
• Min 15–20: Fill out the Spotlight Actor Rubric stars together.
• Min 20–25: Review Scholar Quest Logs from the Choice Menu. Give scholar stamps!
Assistant Quick Fixes for Common Behaviors
Rushing ahead: Say, “Hold your horses! Good actors pause for suspense. Reread that sentence in slow motion!”
Shy or quiet voice: Say, “Pretend the audience is sitting all the way across the playground. Project to the back row!”
CKLA Extension Assistant Guide • Days 3–5 Page 2 of 2
Fable Spotlight Theater Script Actor: ___________________________ Date: _________________
Early Grade 1 Decodable Theater
Reader's Theater Early 1st Grade Phonics
The Big Lion and the Quick Mouse
Decodable Aesop Fable for Oral Expression & Phrasing
🎭
NARRATOR 1 Clear, steady voice
NARRATOR 2 Lively, quick voice
LEO THE LION Deep, grumbly roar
PIP THE MOUSE High squeak, fast
WISE OWL Slow, soft, wise
Actor's Rule: Scoop underlined words in one smooth breath . Stop cleanly at each period!
Scene 1: A Hot Nap in the Grass
Narrator 1:
[Smooth & calm] Out in the hot sun, a big cat lay asleep on the grass.
Leo the Lion:
[Deep, sleepy snore] Snooore... grumble... snooore! I am the king of the hills! No one wakes me up!
Narrator 2:
[Quick & cheerful] Just then, little Pip the mouse ran fast to hunt for seeds.
Pip the Mouse:
[High squeaky voice] Yum! Seeds in the mud, seeds on the path! Wait, what is this big hill? It has soft fur!
Narrator 1:
[Gasp!] Pip slipped! Plop! She fell right on Leo’s big black nose!
Leo the Lion:
[Loud roar, mad] ROAAAR! Who hit my nose? You will be a quick snack for my lunch!
Pip the Mouse:
[Stage whisper, scared] Please, big king! Do not eat me! One day, I can help you too!
Wise Owl:
[Soft chuckle] A small mouse help a big king? That is a funny thought!
Turn page for Scene 2 & Actor Rubric Page 1 of 2
Act II: The Thick Trap & The Help Early Grade 1 Prosody
Leo the Lion:
[Big belly laugh] HA! That is funny! Run free, little bug, before I snap you up!
Narrator 2:
[Slow & spooky] The next day, men set a big net made of thick rope on the grass.
Leo the Lion:
[Scared, yelling] HELP! The rope is thick and tight! I am stuck in the trap!
Narrator 1:
[Fast pace] Pip heard the loud cry. She ran as fast as her paws could go!
Pip the Mouse:
[Brave & bold] Stop, King Leo! Do not fret! My teeth are sharp! Chomp, chomp, crunch!
Narrator 2:
[Happy shout] SNAP! One rope split! With one big jump, the king was free!
Leo the Lion:
[Soft, kind voice] You are small, Pip, but you helped me! A small friend can be a great pal.
Word Detectives Challenge Sheet Detective Name: ___________________________ Date: _________________
Early 1st Grade Studio
Word Sleuth Lab Decodable & Tier 2 Words
Word Detectives Laboratory
Explore word clues, compound words, and shades of meaning.
🔍
1
Shades of Meaning (Word Ladder)
Order the words from mild (1) to strongest (3) . Write each word in its box.
Word Clues: mad • upset • furious Mild ➔ Mad ➔ Super Mad
Word Clues: jog • sprint • walk Slow ➔ Faster ➔ Top Speed
2
Word Builders (CKLA Unit 1 & 2)
Break the big words into two small words, or use un- (which means not ):
A. campfire
Word 1: ____________
Word 2: ____________
B. unpack
Prefix: un- (means not / open )
Base word: ____________
3
Star Sentence Writer
Pick one word: [ leaped ], [ safe ], or [ grumbled ]. Write an expressive sentence using your best handwriting!
Turn page for Story Evidence Sleuths Page 1 of 2
Part II: Text Sleuths & Deep Evidence Early Grade 1 Evidence
How Detectives Find the Truth:
What the Book Says + What I Know = The Secret Answer
1
Case 1: The Fox's Grumpy Excuse
Hidden Feeling
Fox said, “That pot was bad anyway!” Did Fox really think the pot was bad, or was he just mad that he missed his jump?
Write your answer with one clue from the story:
2
Case 2: The Kind Bird
Character Action
In the story, the bird drops a dry leaf to save the ant from the pond. What kind of friend is the bird? Give one reason why!
3
Classroom Hero Connection
How can you be like the bird and help a classmate who is stuck or having a tough time in first grade?
CKLA Story Sleuths • Early Grade 1 Extension Challenge Page 2 of 2
Curious Minds Choice Menu Scholar Name: ___________________________ Week of: _________________
DIBELS Green & Blue Quests
Independent & Partner Studio CKLA Extension
Curious Minds Choice Menu
Choose 3 quests in a row (across, down, or diagonal) or complete any three!
🎯
Fluency ☆
1. Radio Announcer
Use a cardboard tube microphone. Read 1 page of your CKLA reader in a crisp, dramatic announcer voice for a partner.
Partner Listen Check
Vocabulary ☆
2. Word Alchemist
Find 3 exciting Tier 2 words in your book. Illustrate a comic panel showing exactly what each word looks like in action.
Comic Card Drawing
Deep Thinking ☆
3. Alternate Ending
What if the mouse had NOT helped the lion? Write or tell 2 new sentences changing the ending of the story.
Writer's Notebook
Vocabulary ☆
4. Riddle Architect
Write a 3-clue riddle about a character in your reader. E.g.: "I have sharp teeth. I made a promise. Who am I?"
Partner Solve
Stage Center ★
5. Theater Duo
Grab a partner and perform Act II of the Fable Spotlight script using maximum character expressions and dramatic volume!
Expressive Duet
Deep Thinking ☆
6. The Reporter
Interview a partner acting as the Lion. Ask 2 questions: "How did you feel trapped?" and "What did you learn?"
Live Interview
Fluency ☆
7. Emotion Spinner
Pick 1 sentence from your book. Read it 3 times: first scared , then furious , then overjoyed !
Vocal Flexibility
Vocabulary ☆
8. Prefix Safari
Hunt through your CKLA text for words with un- , re- , or -ful . List 3 words and tell what they mean.
Text Scavenger
Deep Thinking ☆
9. Moral Medal
Design a paper medal for the most heroic character. Write 1 sentence explaining why they earned it using text evidence.
Award Certificate
Scholar Quest Log
Record the 3 quests you finished this week
Quest #1 Number: _____
Partner Signature: ____________
Quest #2 Number: _____
Word Detectives Answer Key Teacher Evaluation Resource
Word Detectives Answer Key (Early Grade 1)
CKLA Units 1–2 Aligned
Early 1st Grade Scoring Guide
Part 1: Shades of Meaning Ladders Accuracy Key
Ladder A (Feelings of Displeasure):
1. upset (unhappy/bothered) ➔ 2. mad (angry, frowning) ➔ 3. furious (very angry, yelling)
Teacher Prompt: "Show me your face for 'upset'. Now show me your face for 'furious'!"
Ladder B (Movement Speed):
1. walk (normal feet) ➔ 2. jog (trotting jog) ➔ 3. sprint (fastest race speed)
Phonics Connection: Note the initial blend 'spr-' in sprint and short vowels.
Part 2: Word Builders (CKLA Units 1 & 2) Morphology Checks
A. campfire (Compound Word)
Word 1: camp
Word 2: fire
Both small words combine to name an outdoor fire for camping.
B. unpack (Prefix un-)
Prefix: un- (opposite / opening)
Base Word: pack
To take things out of a bag or box (opposite of pack).
Part 3: Text Sleuths Inferencing Exemplars Exemplar Rubric
Case 1: Did Fox really think the pot was bad? Blue Benchmark Model
"No, Fox was just mad because he missed his leap. At first, he said 'A sweet sip is in that pot!' He was making an excuse because he fell in the mud."
Green benchmark threshold: Mentions that Fox was mad or grumpy because he fell/missed the jump.
Case 2: What kind of friend is the bird? Text Evidence Model
"The bird is a kind and helpful friend because when the ant was crying for help, the bird dropped a dry leaf so the ant could climb out and be safe."
Early 1st Grade Discussion Coaching:
Ask: "Who in our story had a problem they could not solve alone? How did another character act with kindness?" Connect directly to CKLA Domain 1 fables (Aesop core morals).
CKLA Story Sleuths • Teacher Answer Key & Exemplars Page 1 of 1
Decodable Expression Passages Reader: ___________________________ Date: _________________
Early Grade 1 Decodable BOY DIBELS Extension
Passage 1 Phonics: Short Vowels, Blends & Digraphs (-ck, -sh, -th)
The Fox and the Red Pot
Decodable Fable for Oral Expression & Phrasing (54 Words)
🦊
Passage Text (54 Words) Expression Cue: Drop voice at periods (.) & shout at (!)
Red Fox was hot, and his belly was flat.
[9]
He ran past a big log in the sun.
[18]
Look! A red pot sat on top of the hill.
[28]
“A sweet sip is in that pot!” said Fox.
[37]
Fox did leap. Hop, hop, plop! He missed the pot.
[47]
Fox spat, “That pot was bad anyway!”
[54]
3-Pass Fluency Circuit (Early Grade 1)
BOY Goal: Accuracy ➔ Phrasing ➔ 25–40+ WCPM
Pass 1: Touch & Tap
Read to a partner. Tap every word accurately.
Accuracy: ____ / 54 words
Pass 2: Phrase Scoops
Scoop words in 2-3 word chunks (no robot voice).
Smoothness: ★★★
Pass 3: Timed Rate
1-minute partner check for DIBELS fluency score.
WCPM: ______ words
Story Sleuth Questions
1. Why did Fox say the pot was bad? Did he really taste it, or was he grumpy?
2. Circle the sound word in the story that tells how Fox fell: [ Hop ] [ Plop ] [ Snap ]
Turn page for Passage 2 (The Ant and the Dove) Page 1 of 2
Reader: ___________________________ Date: _________________
Passage 2 • Expression Challenge
Passage 2 Phonics: Blends (pl-, cr-, dr-, sw-) & Tricky Words
The Ant and the Big Drop
Decodable Fable for Early 1st Grade Fluency (64 Words)
🐜
Passage Text (64 Words) Focus: Character Voice (Scared ➔ Glad)
A quick black ant ran down to the pond.
[9]
She was hot, and she wished for a sip.
[18]
Splash! The ant fell in the deep, wet pond.
[28]
“Help!” wept the ant. “I can not swim in this pond!”
[40]
A gray bird sat on a twig up in the tree.
[51]
The bird dropped a dry leaf down to the ant.
[61]
The ant crept on top. She was safe!
Assistant Guide Week Two Instructional Assistant Guide Week 2 (Days 6–10)
Story Champions Facilitation Plan
Small Group Extension • 5–8 Students • 25 Minutes Daily
Week 2 Protocol
High-Engagement Turn-Taking for 5–8 Students
Echo Paddles / Tap-In Assign 2 sentence chunks per child around the circle. Use a silent pointer to smoothly transition between readers without pause.
Choral Whispering When one student reads aloud, the other 4–7 students whisper-read simultaneously under their breath while tracking with their finger.
The Praise Relay After each reading, the next student must name 1 specific thing they liked: “I loved how you read the word 'gust' so loudly!”
Week 2 Daily Road Map (25 Mins / Day)
Day 6
The Crow's Jug
Passage 3 Phrasing
Day 7
Word Champions
Compound & -ing words
Day 8
The Sun & Wind
Passage 4 DIBELS Timed
Day 9
Theater Cast
Sun & Wind Rehearsal
Day 10
Grand Showcase
Encore & Medal Day
Scripted Daily Plans (Days 6 & 7)
DAY 6: The Clever Crow & Syntactic Scooping Passage 3 (Decodables)
Say: “Welcome back, Champions! Today Crow has a problem: water is trapped deep at the bottom of a glass jug! Watch how I scoop: 'A black crow / flew down / to the jug.' Scoop with your finger!”
Action: Lead choral read of Passage 3. Break into partner A/B turns. Model pausing at commas and dropping voice at periods.
DAY 7: Word Champions Lab & Crow Inferences Word Champions Sheet
Say: “Today we are Word Champions! We will combine two small words into power words like 'sun' + 'shine' = 'sunshine'! Then we will solve why Crow dropped rocks into the water!”
Action: Students complete Part 1 (Shades of Meaning ladder) and Part 2 (Compound words). Facilitate paired debate on Crow's clever thinking.
CKLA Extension Assistant Guide • Days 6–7 Page 1 of 2
Week 2 Climax
Days 8, 9 & 10 Facilitation Blueprint
IA Action Steps
DAY 8: The Sun and the Big Gust (Passage 4) Decodable Passage 4
Say: “Who is stronger: the howling North Wind or the gentle warm Sun? Let's read to find out! When Wind speaks, puff your cheeks and roar!”
Sun Wind Theater Script Actor: ___________________________ Date: _________________
Story Champions Theater • Week 2
Reader's Theater 5 Expressive Parts
The North Wind and the Warm Sun
Decodable Aesop Fable for Phrasing, Pitch & Expression
☀️
NARRATOR 1 Smooth, clear, steady
NARRATOR 2 Lively, dramatic pace
NORTH WIND Loud, huffing, blustery
WARM SUN Gentle, smiling, calm
THE MAN Shivering, then warm
Actor's Rule: Scoop underlined words in one smooth breath . Show feelings with your face!
Scene 1: The Sky Debate & The Bet
Narrator 1:
[Calm & smooth] High up in the blue sky, the North Wind puffed his cold cheeks.
North Wind:
[Booming boast] WHOOOOSH! Look at me, Sun! I am the strongest king of the sky! I can rip big trees from the dirt!
Warm Sun:
[Gentle, smiling] You are loud, friend Wind. But gentleness has great power too.
Narrator 2:
[Pointing finger down] Down on the dirt road, a man walked with a thick red cloak pinned tight around his neck.
North Wind:
[Laughing loudly] A test! A test! The first one to strip that cloak off the man wins the crown!
Warm Sun:
[Soft, nodding] I agree. You may blow first, North Wind. I will hide behind this soft cloud.
Turn page for Scene 2 & Final Rubric Page 1 of 2
Act II: The Howl and the Warm Glow Week 2 Theater Climax
Narrator 1:
[Suspenseful, brisk] The North Wind took a huge breath. He blew a freezing blast of hail and wind!
North Wind:
[Howling blast, cheeks puffed] HOOOOWWWWL! Off with that red cloak, little man! Off, off, off!
The Man:
[Shivering, chattering teeth] Brrrr! What an icy blast! I will grip my cloak tighter so it does not fly away!
Narrator 2:
[Chuckling] The harder Wind blew, the tighter the man held his cloak. Wind puffed and puffed, but he gave up!
Warm Sun:
[Warm, cheerful smile] Now it is my turn. I will shine with gentle golden beams.
The Man:
[Relieved, wiping brow] Ahhh! The storm has passed! It is getting so warm and sunny! Phew! I must take off this heavy cloak!
Narrator 1:
[Triumphant finale] The man unpinned his cloak and laid it over his arm. The Sun had won!
Warm Sun:
Word Champions Challenge Sheet Champion Scholar: ___________________________ Date: _________________
Week 2 Lab
Word Champions Compounds & -ing Endings
Word Champions Challenge Sheet
Master shades of meaning, compound words, and clever inferences.
🏆
1
Temperature & Feeling Ladders
Rank each set of words from mild (1) to most intense (3) . Write the words in the boxes.
Word Bank: chilly • freezing • cool Brisk ➔ Cold ➔ Icy Blast
Word Bank: glad • thrilled • happy Smile ➔ Grin ➔ Jumping Joy
2
Compound Builders & Action Endings
Solve the word equations by building the compound words and adding the action ending -ing:
Compound Words:
sun + shine = ________________
wind + storm = ______________
Action Endings (-ing):
puff + ing = _________________
melt + ing = _________________
3
Champion Author Sentence
Pick one word: [ gust ], [ clever ], or [ beamed ]. Write an exciting sentence using your best finger spaces!
Turn page for Week 2 Text Evidence Sleuths Page 1 of 2
Part II: Text Champions & Deep Evidence Socratic Text Clues
The Evidence Rule:
Story Fact + Smart Thinking = Champion Proof
1
Case 1: The Clever Crow's Plan
Problem Solver
Crow's beak was too short to reach the water in the tall jug. Why did Crow drop small stones into the jug instead of giving up?
Write what happened to the water level:
2
Case 2: Why Did Wind Fail?
Cause & Effect
North Wind was loud and strong. Why did blowing harder make the man hold his cloak tighter instead of letting it go?
3
The Warmth Rule
Sun taught: "Gentle warmth is stronger than cold force." How can being gentle help you make a new friend in first grade?
CKLA Story Champions • Week 2 Extension Challenge Page 2 of 2
Word Champions Answer Key IA Scoring Resource
Word Champions Answer Key (Week 2)
CKLA Extension
Days 6–10 Scoring & Debrief
Part 1: Shades of Meaning Ladders Accuracy Key
Ladder A (Coldness Intensity):
1. cool (a bit chilly) ➔ 2. chilly (needs a sweater) ➔ 3. freezing (ice, snow, chattering teeth)
Prompt: "Which word tells us what the North Wind's blast felt like?" (freezing / chilly)
Ladder B (Happiness Intensity):
1. glad (pleased) ➔ 2. happy (cheerful, smiling) ➔ 3. thrilled (excitedly jumping for joy)
Part 2: Compound Words & Action Endings Word Building
Compound Words:
• sun + shine = sunshine
• wind + storm = windstorm
Action Endings (-ing):
• puff + ing = puffing
• melt + ing = melting
Part 3: Text Inferencing Exemplars Scoring Models
Case 1: The Clever Crow's Plan Science & Story Logic
"Each pebble Crow dropped took up space at the bottom of the jug. The stones pushed the water higher and higher until Crow could reach it with her beak and drink."
Case 2: Why Did North Wind Fail? Cause & Effect Model
"When the wind blew freezing air, the man became colder. The colder he got, the tighter he wrapped his cloak around himself to keep warm."
Assistant Small-Group Debrief Prompt:
“If someone screams at you on the playground to give them a ball, do you want to give it to them? What if they ask with a kind, gentle smile? That is why Sun won the crown!”
CKLA Story Champions • IA Answer Key & Exemplars Page 1 of 1
Steady Trail Fluency Passages Reader: ___________________________ Date: _________________
Week 2 • Day 6 DIBELS Fluency
Passage 3 Phonics: Digraphs (-ck, -sh, -th) & Blends (fl-, dr-, gr-)
The Crow and the Tall Jug
Decodable Fable with Cumulative Word Counts (56 Words)
🪨
Passage Text (56 Words) Expression Cue: Read in 3-word phrase scoops
A black crow flew across the hot dust.
[8]
Her beak was dry, and she needed a cold drink.
[18]
Look! A tall glass jug sat on the flat rock.
[28]
Water was in the jug, but it was deep at the bottom.
[40]
Crow picked up small stones. Plink, plink, drop!
[48]
The water rose up, and Crow had her sip!
[56]
3-Pass Fluency Circuit (Day 6)
Goal: Smooth Phrasing & Rate
Pass 1: Touch & Tap
Read to a partner. Tap every word accurately.
Accuracy: ____ / 56 words
Pass 2: Phrase Scoops
Scoop words in 2-3 word chunks.
Smoothness: ★★★
Pass 3: Timed Rate
1-minute partner check for DIBELS fluency.
WCPM: ______ words
Story Sleuth Checks
1. What sound words in the story tell us that Crow dropped stones into the glass jug?
2. Underline the sentence in the text that tells why Crow could not reach the water at first.
Turn page for Passage 4 (The Sun and the Big Gust) Page 1 of 2
Reader: ___________________________ Date: _________________
Week 2 • Day 8
Passage 4 Phonics: Blends (bl-, st-, cl-, gr-) & Tricky Words
The Sun and the Big Gust
Decodable Fable for Timed Oral Fluency (66 Words)
💨
Passage Text (66 Words) Focus: Loud Roaring Wind vs. Gentle Warm Voice
North Wind met Sun up in the high sky.
[9]
“I am strong!” bragged Wind. “I can blow hats off heads!”
[20]
A man walked on the hill with a red cloak.
[30]
Wind blew with a freezing gust. Whoosh! Howl!
[38]
The man was cold. He held his cloak tight.
[48]
Then Sun sent down warm rays. The chill was gone.
[58]
The man took off his cloak with a big grin!
[68]
